1. TOPIC: SIMPLE
HANDBOOK
PRESENT
UNIT 2
LEVEL : ENGLISH I
WRITTEN BY: MARTIN HUMBERTO ARCINIEGA OROZCO
2. Content
1.LANGUAGE AWARENESS .........................................................................................................2
2.LANGUAGE AND CULTURE ......................................................................................................5
3.LANGUAGE LEARNING PROCESSES....................................................................................... 11
4.LANGUAGE TEACHING .......................................................................................................... 31
5.PLANNING AND EVALUATION .............................................................................................. 39
6.- SELF--‐ASSESSMENT AND DEVELOPMENT. ........................................................................ 44
3. 1.LANGUAGE AWARENESS
DESCRIPTION OF THE AREA
Language Awareness can be defined as explicit knowledge about language,
and conscious perception and sensitivity in language learning, language
teaching and language use.
Can we become better language users or learners or teachers if we e.g. in
our relations with other people and/or cultures, and in our ability to see
through language that manipulates or discriminates? Language Awareness
interests also include learning more about what sorts of ideas about language
people normally operate with, and what effects these have on how they
conduct their everyday affairs: e.g. their professional dealings.
DESCRIPTION OF THE CLASS AND COURSE
In this course student have to communicate feelings , arguments , thinking ,
knowledge , ideas , reflexions ,opinions in all public areas like personal,
educational and occupational , resourcing and respectively in English
Language , the student has to be autonomous , the student has to understand
how to use daily expressions , greetings and interchange personal
information about daily routine and habits.
TOPIC
SIMPLE PRESENT
Spelling rules for 3rd person
Jobs and daily routine
What does your father do? (dialogue , comprehension reading
Grammar simple present (affirmative , negative and interrogative)
How often do you….? (speaking activity)
4. AIMS OF THE LESSON
Make autonomous students
Know the simple present form (affirmative , negative and interrogative)
The student will be able to interchange personal information about himself and
other person talking about daily routine and habits.
The student will be able to write a description from himself and other person
about daily routine and free-time activities.
PERSONAL AIMS
My purpose for this unit is make autonomous students where they can read ,
speak , write and understand the use and form for the simple present. They
can resource whichever situation where they have to use simple present with
a comprehension in all the forms.
PROCEDURE
WARM
- UP
LEARN AND
PRACTICE
VOCABULARY
LISTENING
COMPRENHENSION
PRESENT THE
GRAMMAR
STRUCTURES
RULES
LEARNING
SPOKEN AND
WRITING
LANGUAGE
PRODUCTION
WITH ALL THE
RESOURCES IN THE
FOUR SKILLS
5. CONCLUSION
On this unit it´s important that students get the information and show that they
use this structure correctly .I believe that us a teachers have to teach to
students how to use the language , let‟s remember that us are motivators as
well so we need to use all the tools as we can.
SELF-EVALUATION
When students answer something we can notice if the form that we were
using was correct , just look their faces ,if they don‟t have all the correct
information the look like a warriors in a hard road but in the other side if they
learn and understand everything they look like a fish in to water.
LESSON PLAN
e.g. 2 hours class
Warm-up Let´s sing (numbers song) to go in a
daily activity
Act. 1 The teacher will show a clock with
some daily routine activities.( The
students will understand the telling
time and they will practice the
vocabulary (listen and repeat)
Act. 2 Read a dialogue between two people
where they are going to read , act out
and understand the unknown words
Act. 3 From the dialogue take the
expressions which have simple
present to introduce this tense, give to
ss the structure grammar in
affirmative , negative and
interrogative.
Act. 4 Explain to ss the rule for 3rd person in
verbs.
Act. 5 Practice with some verbs . Copy the
list of verbs and change in to 3rd
person .
e.g. go-goes
Act. 5 The teacher is going to bring some
envelopes with puzzle sentences
where the students are going to join
two sentences .The first team who win
is going to write the sentences on the
board.
Act. 6 The students will write examples from
simple present in notebook
6. 2.LANGUAGE AND CULTURE
Sensitzing students to different cultural standards
Theme: DIFFERENT COUNTRIES/DIFFERENT CULTURES (using simple
present and the verb be)
1. Description of class and course
This is the same group as for the Planning and Evaluation project. It is a A1
course. There are 18 students between the ages of 18 and 25, 10 female and
8 male. They meet for class 1 and a half hour every Friday from 7:00 pm to
8:30 pm.
This is a motivated group. Some of the students need the target language to
apply for good employments. The group meets on Friday evenings, and 5 of
them come from northern states.
The course book is Blockbuster US 1 student book and workbook
2. Aims of the lesson
- To learn and practice the verb to be.
- To talk about different states
- To ask and talk about personal experiences with people in different states.
- To consider cultural standards in different countries.
- To compare own cultural standards with cultural standards in other
countries.
3. Personal aims
- To provide an interesting lesson that students will enjoy.
- To explain the grammar structure of countable and non-countable nouns that
students can employ.
- To motivate students to become aware of different cultural standards.
7. 4. Procedure
1. The teacher writes the phrase: different countries, different cultures.
2. The teacher posts in the wall around the classroom the names of the
continents
3. The teacher welcomes students and explains that the topic will be
“experiences with people of different countries”.
4. Give the students a flashcard with countries or nationalities
5. Ask the students to circulate and find the partner with the correspondent
country/nationality.
6. Ask the students to form groups and sit in the area where their
country/nationality belongs to. Each student will play the role of a native born
in the country they picked.
7. Students will open their books (p. 4). They will read the title aloud. Teacher
says “I‟m (name) I‟m from France. Where am I from? Point to students and
ask: Where are you from? Why are you studying English?
8. Students will make a list with things that they relate to those countries. It
may include: clothing, food, physical appearance, etc.
9. With a PPT presentation, the teacher will show the different countries,
including physical location, photos of people, traditional customs, etc.
10. Teacher will ask the students; “have you been to any of this countries?”
Elicit things like landscapes, people, etc. Students will point out the
differences between these countries and their own country. Make the students
use the verb be in sentences like: “they are tall (or short)” “they are tall”. The
teacher will correct smoothly.
11. Students will check the grammar (p. 6) and complete the questions and
the answers, using contractions. (p 6-7) (Positive form)
12. Working in pairs, students will practice asking each other questions and
write both the questions and the answers in their notebooks. The teacher will
check the work.
13. The teacher can use extra material for exercises like worksheets
downloaded from the internet.
8. 14. Have the students move around and ask other students some personal
information, like nationality. It´s a good time to know and practice greetings
and introductions.
15. Have students to complete exercises 1 and 2 on page W1.
16. Finally in groups discuss what are the main differences they encounter
between their own culture and other cultures.
5. Conclusions
This unit motivates students to know each other better, and it also encourages
students to get to know someone else. This lesson also let the students think
about their culture manners and the verbal and non-verbal communication
signs that may be very different from ours. They will also understand the
importance of intercultural dialogue.
6. Self Evaluation
The objective for this lesson is to get the students culturally aware. The
material provided should appeal the interest of students and made them
aware of the importance of developing the necessary skills for intercultural
communication. However, it is important to keep in mind that for most
students this may be the first contact with a new language, so the teacher has
to have the ability to adapt to the student‟s pace and yet keep the teaching
going.
7. Lesson Plan “Culture”
T=teacher/S=students
Time
Phases of
Social Media/ materials Aim of (min
Learning Activities
Form activity s)
Engage --‐Before lesson Group --‐engage 15
Students: begins, T. writes plenar Board students min
Introduc1 theme different y Paper in topic.
on to countries/differe Set of cards with --‐
theme: nt cultures on countries/nationali introduce
9. “different board. -- ties theme.
countries/ - S. divided into --‐S.
different Groups of 3 with reflect
cultures“. country/nationali On culture
(Reflectin ties cards. in own
g on own -Each group country.
culture) gets paper
Group make
papers with
things
associated to
other cultures
Pre--
‐teach PPT plenar Projector Use verb 15
grammar: presentation T. y computer to be to min.
(comparin asks S. “have make
g you been to any introductio
cultures) of these ns and
countries? getting
acquainte
d
Verb to --‐T. shows OH plenar OH (p. 6) --‐T. 15
be T/S read OH y explains min
grammati together Grammar
cal structure
structure --‐S.
revise
Structure
and ask
ques1ons
If
required.
--‐S.
Grammar s. Ask each Plena Notebooks --‐S. talk 20
practice. other questions ry workbook About min
Verb be about partne personal
affirmativ themselves and r experienc
e form the country they es.
represent --‐S.
s. circulate to reflect on
find information. And
evaluate
Their
behavior
And
response
To cultural
situa1ons
and
10. encounter
s.
Grammar s. practice group worksheets --‐S. 10
practice. grammar in a Practice min
Verb be worksheet. verb to be
affirmativ s. practice affirmative
e form grammar p. 6-7 --‐S. talk
About
personal
Experienc
es using
given
structure
--
‐encourag
e
Awarenes
s and
evalua1on
of own
culture
and
other
cultures.
Conclusio --‐In groups Group --‐S. 15
n: S. discuss if plenar develop min
(Reflect there are y Empathy
on situations that with
cultural they find Other
difference particularly cultures.
s interesting and --‐develop
and how they are Critical
similaritie different from cultural
s their own awarenes
practices. s,
evaluating
own
and other
cultures.
8. ATTACHMENTS
11. COUNTRY NATIONALITY COUNTRY NATIONALITY
Portugal Portuguese Austria Austrian
Spain Spanish Greece Greek
England English The USA American
France French Japan Japanese
Germany German Brazil Brazilian
Italy Italian China Chinese
Hello there! We are from England. So we are English!
What about you? Where are you from? ………………………………………….
What nationality are you? ………………………………………………………..
A. Follow the example and complete the sentences with the correct
nationality. Don‟t forget to include the verb!
1. I am from Spain. I am
…………………………………………..........................
2. You are from France. You
…………………………………………………….
3. He is from the USA. He
……………………………………………………….
4. She is from China. She
………………………………………………………...
5. It is from Italy. It ……………………………………………………………...
6. We are from Brazil. We ………………………………………………………
7. You are from Germany. You
…………………………………………………
8. They are from Greece. They
…………………………………………………
9. Leo is from Austria. …………………………………………………………
10. Ann and Chun are from Japan.
………………………………………………
B. Now do the other way round and find out which country is missing! Don‟t
forget to include the verb!
12. 1. I am Austrian. I am from ……………………………………………….......
2. You are American. You ………………………………………………........
3. He is Italian. He ……………………………………………………….........
4. She is Chinese. She ………………………………………………………..
5. It is French. It ……………………………………………………………..
6. We are Japanese. We ……………………………………………………..
7. You are English. You ……………………………………………………..
8. They are Spanish. They …………………………………………………..
9. Johanna is Greek. ………………………………………………………...
Lewis and Gwen are German. …………………………………………..
3.LANGUAGE LEARNING PROCESSES
DESCRIPTION OF THE AREA
Second-language acquisition or second-language learning is the process by
which people learn a second language. Second-language acquisition (often
abbreviated to SLA) also refers to the scientific discipline devoted to studying
that process. There are many different learning types and approaches to
learning. To learn effectively it is important to tailor your study habits to your
own needs and approach, this often means choosing techniques that work for
you and evaluating them from time to time to determine if you need to try
something new.
DESCRIPTION OF THE CLASS AND COURSE
This is an A2 course. There are 20 students between the ages of 18 and 25,
12 women and 8 men. They meet for class 1 hour three times a week
(Mondays, Wednesdays and Fridays) from 5:00 to 6:00pm. This is a
motivated group, most of the students need the English language to apply for
good employments. 5 of the students are married and have children so this is
a motivating factor for them too.
TOPICS
-Comparative Adjectives
-Superlative Adjectives
AIMS OF THE LESSON
-To present and practice the comparative form of adjectives.
-To present and practice the superlative form of adjectives.
13. -To identify the differences in use between comparative and superlative
adjectives.
PERSONAL AIMS
-To develop activities for different learning styles.
-To make students use comparative adjectives in context.
-To make students use superlative adjectives in context.
-To encourage students to keep on practicing comparative and superlative
adjectives.
-To incorporate the 4 skills.
PROCEDURE
WARM
- UP
PRESENTATION
OF
COMPARATIVE
ADJECTIVES
PRACTICE OF
COMPARATIVE
ADJECTIVES
PRODUCTION OF
COMPARATIVE
ADJECTIVES IN
CONTEXT
PRESENTATION
OF SUPERLATIVE
ADJECTIVES
PRACTICE OF
SUPERLATIVE
ADJECTIVES
PRODUCTION OF
SUPERLATIVE
ADJECTIVES IN
CONTEXT
CLOSING
14. CONCLUSION
Throughout the development of this lesson, students acquired knowledge of
the use of comparative and superlative adjectives by performing different
activities. The whole group was certainly motivated to learn because all the
material and activities applied on this lesson were focused on different
learning styles. So we as teachers must always have in mind that all our
students learn and processing information in different ways, If we are always
aware of that when planning, we will have better learning results indeed.
SELF-EVALUATION
I think it was a successful lesson because the main objectives were achieved.
Students were able to perform different activities and they were able to use
comparative and superlative adjectives in context. What I liked the most was
the opportunity I had to manage material for the different learning styles.
LESSON PLAN
e.g. 1 hour class
Warm-up The teacher shows students some
images and elicits adjectives from
them. (5min)
Act. 1 The teacher asks some students to
pass infront and asks the rest of the
class some questions about their
physical appearance. Eg. Who is taller
Pepe or Mario?
Then she encourages ss to use the
following structure. Eg. Pepe is taller
than Mario.
The teacher keeps doing the same
with different classmates.(15min)
Act. 2 The teacher explains the rules of the
formation of comparative adjectives.
(15min)
Act. 3 The teacher pastes some posters of
different famous people on the board
and asks ss to make comparisons
among them.(15min)
Closing The teacher throws a ball or balloon to
someone in the class by the time she
says an adjective.The student who
catches the ball will have to say a
comparative statement that fits for 2 of
her/his classmates. Then the student
15. will have to throw the ball again and
the classmate who catches it will do
the same.(10min)
ATTACHMENT
Forming Comparative and Superlative Adjectives
One-syllable adjectives.
Form the comparative and superlative forms of a one-syllable adjective by adding –er for the
comparative form and –est for the superlative.
One-Syllable
Comparative Form Superlative Form
Adjective
tall taller tallest
old older oldest
long longer longest
Mary is taller than Max.
Mary is the tallest of all the students.
Max is older than John.
Of the three students, Max is the oldest.
My hair is longer than your hair.
Max's story is the longest story I've ever heard.
If the one-syllable adjective ends with an e, just add –r for the comparative form and –st for
the superlative form.
One-Syllable
Adjective with Final - Comparative Form Superlative Form
e
large larger largest
wise wiser wisest
Mary's car is larger than Max's car.
Mary's house is the tallest of all the houses on the block.
Max is wiser than his brother.
16. Max is the wisest person I know.
If the one-syllable adjective ends with a single consonant with a vowel before it, double the
consonant and add –er for the comparative form; and double the consonant and add –est
for the superlative form.
One-Syllable
Adjective Ending Comparative Form Superlative Form
with a Single
Consonant with a
Single Vowel before
It
big bigger biggest
thin thinner thinnest
fat fatter fattest
My dog is bigger than your dog.
My dog is the biggest of all the dogs in the neighborhood.
Max is thinner than John.
Of all the students in the class, Max is the thinnest.
My mother is fatter than your mother.
Mary is the fattest person I've ever seen.
Two-syllable adjectives.
With most two-syllable adjectives, you form the comparative with more and the superlative
with most.
Two-Syllable
Comparative Form Superlative Form
Adjective
peaceful more peaceful most peaceful
pleasant more pleasant most pleasant
careful more careful most careful
17. Two-Syllable
Comparative Form Superlative Form
Adjective
thoughtful more thoughtful most thoughtful
This morning is more peaceful than yesterday morning.
Max's house in the mountains is the most peaceful in the world.
Max is more careful than Mike.
Of all the taxi drivers, Jack is the most careful.
Jill is more thoughtful than your sister.
Mary is the most thoughtful person I've ever met.
If the two-syllable adjectives ends with –y, change the y to i and add –er for the comparative
form. For the superlative form change the y to i and add –est.
Two-Syllable
Comparative
Adjective Ending Superlative Form
Form
with -y
happy happier happiest
angry angrier angriest
busy busier busiest
John is happier today than he was yesterday.
John is the happiest boy in the world.
Max is angrier than Mary.
Of all of John's victims, Max is the angriest.
Mary is busier than Max.
Mary is the busiest person I've ever met.
Two-syllable adjectives ending in –er, -le, or –ow take –er and –est to form the
comparative and superlative forms.
Two-Syllable
Adjective Ending Comparative
Superlative Form
with -er, -le, or - Form
ow
18. Two-Syllable
Adjective Ending Comparative
Superlative Form
with -er, -le, or - Form
ow
narrow narrower narrowest
gentle gentler gentlest
The roads in this town are narrower than the roads in the city.
This road is the narrowest of all the roads in California.
Big dogs are gentler than small dogs.
Of all the dogs in the world, English Mastiffs are the gentlest.
Adjectives with three or more syllables.
For adjectives with three syllables or more, you form the comparative with
more and the superlative with most.
Adjective with
Comparative
Three or More Superlative Form
Form
Syllables
generous more generous most generous
important more important most important
intelligent more intelligent most intelligent
John is more generous than Jack.
John is the most generous of all the people I know.
Health is more important than money.
Of all the people I know, Max is the most important.
Women are more intelligent than men.
Mary is the most intelligent person I've ever met.
Exceptions.
Irregular adjectives.
Irregular Comparative
Superlative Form
Adjective Form
19. Irregular Comparative
Superlative Form
Adjective Form
good better best
bad worse worst
far farther farthest
little less least
many more most
Italian food is better than American food.
My dog is the best dog in the world.
My mother's cooking is worse than your mother's cooking.
Of all the students in the class, Max is the worst.
Two-syllable adjectives that follow two rules. These adjectives can be used
with -er and -est and with more and most.
Two-Syllable Comparative
Superlative Form
Adjective Form
clever cleverer cleverest
clever more clever most clever
gentle gentler gentlest
gentle more gentle most gentle
friendly friendlier friendliest
friendly more friendly most friendly
quiet quieter quietest
quiet more quiet most quiet
simple simpler simplest
simple more simple most simple
Big dogs are gentler than small dogs.
Of all the dogs in the world, English Mastiffs are the gentlest.
20. Big dogs are more gentle than small dogs.
Of all the dogs in the world, English Mastiffs are the most gentle.
Adjetivo Comparativo Superlativo Español
angry angrier angriest enfadado, enojado
bad worse worst malo
big bigger biggest grande
amargo,
bitter bitterer bitterest
resentido, agrio
black blacker blackest negro
bland blander blandest soso
bloody bloodier bloodiest sanguinolento
blue bluer bluest deprimido
bold bolder boldest audaz
bossy bossier bossiest mandón
brave braver bravest valiente
brief briefer briefest breve
bright brighter brightest brillante, luminoso
broad broader broadest ancho, amplio
busy busier busiest ocupado,
31. sabio, sensato,
wise wiser wisest
prudente
worldly worldlier worldliest mundano, terreno
worthy worthier worthiest virtuoso, digno
young younger younges joven
1. Paul is (tall) than Jack .
2. Your ring is (expensive) than mine .
3. It's the (difficult) exercise I've ever seen .
4. It's the (small) house I've ever seen .
5. Mark is the (fat) of his family .
6. He is (+ rich) than his brother.
7. My sister is (- intelligent) than you.
8. She is the (beautiful) girl in her class.
1. My brother is (tall) than me.
2. Nancy is (intelligent) girl in the classroom.
3. Your father is (old) than you.
4. This dress is (expensive) than those shoes.
5. Is Italian food (good) than American food?
6. My dog is (big) than your cat.
7. Your cat is (small) than my dog.
8. Mary is (young) of all the students in the classroom,
9. Marrackech is (hot) city in Morocco.
10. A diamond is (solid) than wood.
32. 4.LANGUAGE TEACHING
DESCRIPTION OF THE AREA
Language teaching is the practice and theory of learning and teaching a
language, it is also important to mention that Language Teaching process is
the facilitation of learning, in which you can "teach" a foreign language
successfully if, among other things, you know something about learns or fails
to learn a second language. There are many methods and approaches for
teaching a second language but the use of them depends on our students‟
needs and objectives.
DESCRIPTION OF THE CLASS AND COURSE:
This is an A2 course. There are 20 students between the ages of 18 and 25.
They meet for class 1 hour three times a week (Mondays, Wednesdays and
Fridays) from 5:00 to 7:00pm. This is a motivated group; most of the students
need the English language to apply for good employments. 5 of the students
are married and have children so this is a motivating factor for them too.
TOPICS:
-The verb should (for giving advice)
-Ailments
AIMS OF THE LESSON:
-To present and practice the verb “should” “shouldn‟t to ask for and give
advice.
-To present and practice vocabulary related to ailments.
-To recognize the correct use of should or shouldn‟t according to the situation.
PERSONAL AIMS:
-To plan activities which can provide students the opportunity to apply what
they learn in the classroom to real life experiences.
33. -To create a positive learning environment by the use of different methods and
approaches.
-To enhance students participation through simulation and role-play.
- To integrate the four skills (listening, reading, writing and speaking) in the
lesson.
-To make students learn and use the verb should (or shouldn‟t) to ask for and
give advice.
-To make students learn and use vocabulary related to ailments in context.
PROCEDURE:
WARM
- UP
PRESENTATION
OF
VOCABULARY
RELATED TO
AILMENTS PRACTICE OF
VOCABULARY
RELATED TO
AILMENTS PRODUCTION OF
VOCABULARY
RELATED TO
AILMENTS PRESENTATION
OF SHOULD AND
SHOULDN’T
PRACTICE OF
SHOULD AND
SHOULDN’T
PRODUCTION OF
SHOULD AND
SHOULDN’T
CLOSING
34. CONCLUSION:
By selecting and adapting different teaching methods and approaches it was
easier to fulfill the lesson‟s objectives. Through role-play and other activities
students had the opportunity to practice should and shouldn‟t and they were
able to use vocabulary related to ailments in context. Due to this experience I
consider it necessary to keep on track of new methods and teaching
strategies in order to provide students with the necessary tools for a second
language learning environment.
SELF-EVALUATION
It was a bit hard to choose the appropriate methods because I first had to
check students‟ background, however I was able to achieve my goals and I
think the lesson finally was a big succeeds because I was aware of everything
surrounding my class as for example, materials, instructions, error correction,
etc.
35. LESSON PLAN (1 hour class)
Warm-up The teacher will share a personal
experience with students by telling
them what ailment she/he once had.
Then she/he will advice students by
using should or shouldn‟t in case they
suffer the same ailment than her/him.
(5 min)
Act. 1 The teacher will present students
some flashcards or images with
different ailments and then she/he will
mention an advice for them using
should or shouldn‟t. Eg. The girl in the
picture has a toothache, she should
go to the dentist. At the end, the
teacher will show the flashcards again
but this time, she/he will elicit the
ailments and advices from students.
(15min)
Act. 2 The teacher will ask some students to
mime different ailments infront of the
class and the rest of it will have to
guess what the ailment is, afterwards
they will have to say the
corresponding advice to that ailment
using should or shouldn‟t. (15min)
Act. 3 Students will be given papers with
different situations they will have to
role-play. Eg. STUDENT A: You have
a problem with your health. Tell
student B what‟s wrong with you and
ask him/her for advice.
STUDENT B: Student A has a
problem with his/her health. Listen to
him/her and then tell him/her what
he/she should or shouldn‟t do. Once
students have the activity ready, they
will present it to their classmates and
then the teacher is going to ask them
questions about what happened in
each situation encouraging them to
use vocabulary related to ailments
and should/shouldn‟t.
(20 min)
Closing The teacher will review the class by
miming his/herself some of the
ailments and students will have to say
an advice. Eg. T- What‟s wrong with
me?( by the time she/he touches
36. her/his head) SS- You have a
headache. T- What shoud I do? SS-
You should take a pain reliever. (5
min)
ATTACHMENT:
health salud
illness enfermedad (en general)
disease enfermedad (específica)
asthma asma
chickenpox varicela
smallpox viruela
heart attack infarto
heart disease cardiopatía
hepatitis hepatitis
ulcer úlcera
flu gripe
mumps paperas
wound herida (por un arma)
injury herida
blood sangre
hospital hospital
doctor médico
family doctor médico de cabecera
nurse enfermera
injection inyección
medicine medicina
pill pastilla, píldora
prescription receta médica
vaccine vacuna
painful doloroso
painless indoloro
bandage venda
band aid tirita, curita
crutch muleta
plaster yeso
wheelchair silla de ruedas
37. to feel good sentirse bien
to catch a cold atrapar un resfrío
to have a cold tener un resfrío
to sneeze estornudar
to cough toser
to blow one's nose sonarse la nariz
to feel sick tener náuseas
to feel dizzy estar mareado
to faint desmayarse
to pass out desmayarse
to be tired estar cansado
to be exhausted estar agotado
to have backache tener dolor de espalda
to have earache tener dolor de oídos
to have a headache tener dolor de cabeza
to have a sore throat tener dolor de garganta
to have a stomach-ache tener dolor de estómago
to have toothache tener dolor de dientes
to have a temperature tener fiebre
to have a cough tener tos
to have diarrhoea tener diarrea
to have a rash tener erupciones, sarpullido
to have spots tener granitos
to have a black eye tener un ojo morado
to get a bruise magullarse
to get burnt quemarse
to lose one's appetite perder el apetito
to lose one's voice quedarse afónico
to break one's arm quebrarse el brazo
to sprain one's ankle tener un esguince en el tobillo
to twist one's ankle torcerse el tobillo
to be constipated estar estreñido
to have constipation tener estreñimiento
to be allergic to ser alérgico a
to suffer from sufrir de
to vomit vomitar
to throw up vomitar
38. to hurt doler
to swell hincharse
to take an aspirin tomar una aspirina
to take a medicine tomar un medicamento
THE USE OF SHOULD AND SHOULDN‟T
We use should and shouldn't to give advice or to talk about what we
think is right or wrong.
You should means something like I think it is a good idea for you to do
it.
You shouldn't means something like I think it is a bad idea for you to do
it.
Should is used to express the opinion of a speaker and often follows I
think or I don't think.
Examples
You look tired. I think you should take a few days off.
Alice works very long hours. She should to talk to her boss.
- I have an English test tomorrow.
- I shouldn't worry if I were you. You have worked really hard.
- I never have enough money.
- I don't think you should go out so much.
Should - Quick Grammar Note
To give advice to someone you can also say:
I should do it if I were you.
I shouldn't be so rude, if I were you.
When you regret not doing something in the past, you can say:
39. I shouldn't have spoken to him like that.
I should have apologized earlier
Chose should or shouldn't.
---
1. You be so selfish.
---
2. I don't think you smoke so much.
---
3. You exercise more.
---
4. I think you try to speak to her.
---
5. You are overweight. You go on a diet.
---
6. Where we park our car?
---
7. You never speak to your mother like this.
---
8. The kids spend so much time in front of the TV.
---
9. I tell her the truth or should I say nothing?
---
10. I think we reserve our holiday in advance.
Read the sentences. Write should or shouldn´t
1)If it´s rainy you take an umbrella.
2)Tom eat so many lollipops. It´s bad for his teeth.
3) a) I drink hot tea if I have a sore throat?
b) Yes, you .
4) They have a test tomorrow. They go to the cinema . They
stay at home and study!
5) Children eat lots of vegetables but they eat lots of sweets.
6) I have a party tonight. What I wear? A dress or a pair of trousers?
40. 7) The doctor said: "_ You eat healthy food. You eat fast food.
You watch so much TV. You walk 1 hour a day. You
drink fruit juice and water. You drink wine or beer
1. Listen to that music! Our neighbors play music that loud at this
hour.
2. If your tooth is still hurting you tomorrow, you go to the dentist's.
3. Cathy keep ringing her ex-boyfriend. I think he is with another
girl now.
4. Before going to Madrid for your holidays, you try and learn
something of the language. You will enjoy things a lot more.
5. You always knock on the door before entering. This is a private
office.
6. We bring something to Kate's party. I'll feel really embarrassed
otherwise.
7. That model on the TV is too skinny. She eat more, I think!
8. Lizzie ask Bryan to help her with her studies. He did the same
course last year.
9. Pregnant women smoke as it can damage the baby.
5.PLANNING AND EVALUATION
DESCRIPTION OF THE AREA
Planning an educational evaluation refers to a systematic and ongoing
process which includes:
-Researching and collecting information, from different sources, about the
learning process, the content, the methods, the context, the outcomes of an
educational activity.
-The establishment of certain criteria (evaluation criteria)
41. -The discernment and judgment of the analyzed information (according to the
set evaluation criteria and at the light of the educational objectives).
-Drawing conclusions and recommendations which allow the re-orientation
and eventual improvement of the educational activity”
Educational evaluation can help to change things and to plan “different
things”, but it can also help us to plan things better, in order to prevent
negative consequences and to compensate for possible shortcomings.
DESCRIPTION OF THE CLASS AND COURSE
In this course student have to communicate feelings , arguments , thinking ,
knowledge , ideas , reflexions ,opinions in all public areas like personal,
educational and occupational , resourcing and respectively in English
Language , the student has to be autonomous , the student has to understand
how to use daily expressions , greetings and interchange personal
information about daily routine and habits.
TOPIC
SIMPLE PRESENT
Spelling rules for 3rd person
Jobs and daily routine
What does your father do? (dialogue , comprehension reading
Grammar simple present (affirmative , negative and interrogative)
How often do you….? (speaking activity)
AIMS OF THE LESSON
Make autonomous students
Know the simple present form (affirmative, negative and interrogative)
The student will be able to interchange personal information about himself and
other person talking about daily routine and habits.
The student will be able to write a description from himself and other person
about daily routine and free-time activities.
PERSONAL AIMS
The main aim in this area is to evaluate students, with different types of
strategies, in all language skills using the CEFR as a reference to check how
well they can read, speak, write and understand the use and form for the
simple present; evaluate if they have achieved and acquired competences.
42. PROCEDURE
With the different evaluations methods this area evaluates the competencies:
knowledge, skills, attitudes, abilities and values gained, developed or
achieved during the educational activity.
1- In the warm –up activity previous knowledge and students needs can
be evaluated by asking or let them express orally.
2- Vocabulary will be evaluated with a memory game.
3- To evaluate listening, a short quiz with video will be used.
4- In grammar structure, students have to create a presentation where
they include and apply grammar to describe pictures and daily life
activities.
5- To evaluate speaking they will present their projects in class where
they have to explain it.
6- A final written exam will be used to evaluate grammar and writing skills.
7- Students answer a short test to evaluate their performance and
participation in the course.
CONCLUSIONS
On this unit it´s important that students get the information and show that they
use this structure correctly. We know that there are not golden rules” for the
development of a perfect educational evaluation.
We have to be creative to choose the correct strategies to use formative and
summative evaluations which can provide us real results about our students.
SELF EVAUATION
These questions can help to evaluate ourselves as teachers to realize if we
are doing a good job at the planning and evaluation moment.
Do I define the aims of my lesson?
Do I plan my lessons including different evaluation techniques?
Do I use various ways of conducing a course evaluation?
43. Do I do needs analysis and assess my student‟s language
competence according to the CEFR?
Do I inform my students on language examinations available to
them and advise them on the appropriate options for them?
Do I help my students to plan further learning to suit their
needs?
LESSON PLAN
Evaluation Lesson Plan
Topic: Simple Present
Activity Materials Type of
evaluation
1- In the warm –up activity Flashcards -Personal
previous knowledge and Memory game And Group
students needs can be Computer -Formative
evaluated by asking or let Projector -Summative
them express orally. Exams -Quantitative
-Qualitative
2- Vocabulary will be evaluated
with a memory game.
3- To evaluate listening, a short
quiz with video will be used.
4- In grammar structure,
students have to create a
presentation where they
include and apply grammar to
describe pictures and daily
life activities.
5- To evaluate speaking they
will present their projects in
class where they have to
explain it.
6- A final written exam will be
used to evaluate grammar
and writing skills.
7- Students answer a short test
to evaluate their performance
and participation in the
course.
44. ATTACHEMENTS
FINAL EXAM
Name ________________________________________________Date
__________
Group ___________ Score ____________
I. Select the correct answer to complete the sentences.
1. Hi! My name _____ John.
a. is b. are c. am d. was
2. Nice to meet _____!
a. now b. he c. you d. too
3. What___ your e-mail address?
a. „s b. are c. am d. you
4. My telephone ________ is 555 667 890
a. address b. name c. color d. number
5. ______ you Michael?
a. Is b. Are c. Am d. „s
6. Yes, I ____.
a. „m b. not c. too d. am
7. No, I‟m _____.
a. am b. are c. not d. is
8. A. What‟s your _______ name? B. It‟s Gonzalez.
a. first b. last c. middle d. nickname
9. David Smith is single.
a. Mrs. Smith b. Ms. Smith c. Miss Smith d. Mr. Smith
10. Liz Silva is married.
a. Mrs. Silva b. Mr. Silva c. Miss Silva d. Sra. Silva
II. Chose the best response.
1. Good morning!
a. Nice to meet you. b. You‟re welcome c. Good morning
d. Good night
2. How are you?
45. a. Nice to meet you. b. I‟m fine, thanks c. Good morning
d. Good night
3. Bye. See you tomorrow.
a. Nice to meet you. b. You‟re welcome c. Good morning
d. Ok. See you later
4. Good-bye. Have a nice day.
6.- SELF--‐ASSESSMENT AND DEVELOPMENT.
1.- Description of the area:
This area includes Development of observation skills, dealing with feedback,
awareness of one's own strengths and weaknesses, awareness of
possibilities for further professional development and the resources and
sources of help.
2.- Description of class and course
In this course the students will be able to understand and use the simple
present, frequency adverbs and prepositions of time to talk about activities. In
this lesson students will talk about when things happen, they will learn to
describe weekday and weekend routines, also the habitual actions .
3.- Topic: Daily life.
To motivate students, we need the students to realize that they can
apply what they practice in class, in a real life situation. If We can make this,
we can say that it is a successful lesson because the students will be more
interested in their activities and also they will show interest in their classmates‟
activities. Students will feel motivated when they share their interest with other
students.
4.- Aims of the lesson
- Use prepositions of time correctly.
- Talk about the frequency they do their activities
- Students describe weekdays and weekend routines.
- Talk about interesting activities
5.- Personal aims
I. To promote learner autonomy.
II. Know the simple present form.
III. The students will be able to use prepositions of time correctly.
IV. To receive feedback on my teaching performance
46. V. To share ideas with colleagues to promote best practice
VI. The student will be able to interchange personal information about
himself and other person talking about daily activities.
6.- Procedure
1-Before lesson begins, ask students to look at a picture.
- Ask what a routine is.
- Share their ideas.
2-Explain that students will hear a conversation.
Read the questions at the end of the conversation.
Play the recording again and check the answers with the class
3-Explain the frequency adverbs and prepositions of time
4-The teacher will show a pictures with some daily routine activities.( The students will
understand the prepositions of time, frequency adverbs and they will practice the
vocabulary (listen and repeat)
5-Students walk around the classroom and ask each person to tell them two interesting
things or unusual things they do each week
6-The students have to ask and answer questions about their activities with all their
classmates.
7-when students finish asking and answering questions around the classroom, ask for
the first volunteers out of several to share some interesting or unusual things they
learned about their classmates
8-The students will write examples from some interesting or unusual activities to help
them stimulate and increase their vocabulary.
5.- Conclusions
I think this lesson encouraged students to experiment with the language, to
use the previous vocabulary and grammar they learned. I consider that this
lesson was useful for them because it made them realize that there is a
purpose, that they can use it in a real life situation. The objective in general of
this course is that students realize that they can apply the language, the can
use the activities practiced in the classroom to interact outside the class.
6.- Self Evaluation
I try to do this lesson attractive , using slide in a language classroom, giving
students real life situations, encouraging and motivating the students to learn
and use the language and I also incorporate listening task and activities which
encourage and facilitate learner autonomy and interaction between the
integrant of the class. These activities take into account learners‟ learning
styles and cultural expectations. I also shared ideas with colleagues to
promote the improvement in our classrooms and students.
7.- Lesson plan.
47. Icebreaker Before lesson begins, ask students to look at a picture.
- Ask what a routine is.
- Share their ideas.
Icebreaker Before lesson begins, ask students to
look at a picture.
- Ask what a routine is.
- Share their ideas.
Act. 1
Explain that students will hear a
conversation.
Read the questions at the end of the
conversation.
Play the recording again and check
the answers with the class
Act. 2 Explain the frequency adverbs and
prepositions of time
Act. 3 The teacher will show a pictures with
some daily routine activities.( The
students will understand the
prepositions of time, frequency
adverbs and they will practice the
vocabulary (listen and repeat)
Act. 4 Students walk around the classroom
and ask each person to tell them two
interesting things or unusual things
they do each week
Act. 5 The students have to ask and answer
questions about their activities with all
their classmates.
Act. 5 when students finish asking and
answering questions around the
classroom, ask for the first volunteers
out of several to share some
interesting or unusual things they
learned about their classmates
Act. 6 The students will write examples from
some interesting or unusual activities
to help them stimulate and increase
their vocabulary.
ATTACHEMENTS
48. PREPOSITIONS OF TIME
centuries in 20th century
years in 2012 / in that year
in seasons in summer
months in September
during parts of the in the morning / in the afternoon/ in the
day evening
on dates on 4th March
days on Saturday / on Monday morning
special days on Christmas Eve
weekends at the weekend
nighr at night
at time at 6 o‟clock
great annual festivals at Easter
meals at dinner
A) Write at, in or on.
1. Classes start................. September.
2. My birthday is ................. 15 July.
3. They like meeting ................. lunchtime.
4. The film starts ................. 9 o‟clock.
5. All the family meets ................. Christmas day.
6. I usually stay at home ................. the weekend.
7. They have Karate lessons ................. the evening.
8. The bank closes .................3:00 pm.
9. We are going skiing ................. Easter.
10. I don‟t like getting up early ................. the morning.
11. We usually go to the pub ................. Saturday night.
12. Justin Bieber was born ................. 1994.
13. He doesn‟t drive ................. night.
14. ................. winter we go to school by bus.
15. They don‟t watch TV.................dinne
